The use of AI assistants, along with the challenges they present, has sparked significant debate within the community of computer science education. While these tools demonstrate the potential to support students' learning and instructors' teaching, they also raise concerns about enabling unethical uses by students. Previous research has suggested various strategies aimed at addressing these issues. However, they concentrate on the introductory programming courses and focus on one specific type of problem. The present research evaluated the performance of ChatGPT, a state-of-the-art AI assistant, at solving 187 problems spanning three distinct types that were collected from six undergraduate computer science. The selected courses covered different topics and targeted different program levels. We then explored methods to modify these problems to adapt them to ChatGPT's capabilities to reduce potential misuse by students. Finally, we conducted semi-structured interviews with 11 computer science instructors. The aim was to gather their opinions on our problem modification methods, understand their perspectives on the impact of AI assistants on computer science education, and learn their strategies for adapting their courses to leverage these AI capabilities for educational improvement. The results revealed issues ranging from academic fairness to long-term impact on students' mental models. From our results, we derived design implications and recommended tools to help instructors design and create future course material that could more effectively adapt to AI assistants' capabilities.

翻译：AI助手的使用及其带来的挑战，已在计算机科学教育界引发广泛讨论。这些工具虽展现出支持学生学习与教师教学的潜力，但也引发了对学生可能进行不道德使用的担忧。现有研究提出了多种应对策略，但主要集中于初级编程课程，且仅针对特定类型的问题。本研究评估了最先进的AI助手ChatGPT在解决来自六门本科计算机科学课程中三种不同类型共187个问题时的表现。所选课程涵盖不同主题，面向不同课程层次。随后，我们探索了修改这些问题以适配ChatGPT能力的方法，旨在减少学生潜在的不当使用。最后，我们对11名计算机科学教师进行了半结构化访谈，以收集他们对于问题修改方法的意见，了解他们对AI助手影响计算机科学教育的看法，并学习他们调整课程以利用AI能力改进教学效果的策略。研究结果揭示了从学术公平性到对学生思维模式的长期影响等一系列问题。基于这些发现，我们提出了设计启示，并推荐了相应工具，以帮助教师设计并创建更有效适配AI助手能力的未来课程材料。